TEDGlobal 2011
Alison Gopnik: What do babies think?
Alison Gopnik: Čo si myslia deti?
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"Dojčatá a malé deti sú ako výskumná a vývojová divízia ľudského druhu," hovorí psychologička Alison Gopnik. Jej výskum odhaľuje sofistikované inteligentné zhromažďovanie a rozhodovanie, ktoré deti naozaj robia, keď sa hrajú.
Alison Gopnik - Child development psychologist
Alison Gopnik takes us into the fascinating minds of babies and children, and shows us how much we understand before we even realize we do. Full bio
Alison Gopnik takes us into the fascinating minds of babies and children, and shows us how much we understand before we even realize we do. Full bio
Double-click the English transcript below to play the video.
00:15
What is going on
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Čo sa odohráva
00:17
in this baby's mind?
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v tejto detskej mysli?
00:19
If you'd asked people this 30 years ago,
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Ak by ste sa toto spýtali ľudí pred 30 rokmi,
00:21
most people, including psychologists,
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väčšina ľudí, vrátane psychológov,
00:23
would have said that this baby was irrational,
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by povedala, že to dieťa je iracionálne,
00:26
illogical, egocentric --
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nelogické, egocentrické,
00:28
that he couldn't take the perspective of another person
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že nedokáže prijať pohľad inej osoby
00:30
or understand cause and effect.
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alebo pochopiť príčinu a následok.
00:32
In the last 20 years,
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V posledných 20 rokoch
00:34
developmental science has completely overturned that picture.
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vývojová veda úplne prevrátila túto predstavu.
00:37
So in some ways,
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Takže, v niektorých ohľadoch
00:39
we think that this baby's thinking
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si myslíme, že myslenie tohto dieťaťa
00:41
is like the thinking of the most brilliant scientists.
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je ako myslenie najlepších vedcov.
00:45
Let me give you just one example of this.
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Dovoľte mi, aby som vám dala jeden príklad.
00:47
One thing that this baby could be thinking about,
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Jedna vec, na ktorú by toto dieťa mohlo myslieť,
00:50
that could be going on in his mind,
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čo by sa mohlo odohrávať v jeho mysli,
00:52
is trying to figure out
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je snažiť sa zistiť,
00:54
what's going on in the mind of that other baby.
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čo sa deje v mysli toho druhého dieťaťa.
00:57
After all, one of the things that's hardest for all of us to do
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Koniec koncov, jedna z vecí, ktorá je najťažšia pre nás všetkých,
01:00
is to figure out what other people are thinking and feeling.
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je prísť na to, čo si myslia a cítia ostatní ľudia.
01:03
And maybe the hardest thing of all
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A možno najťažšia vec zo všetkých
01:05
is to figure out that what other people think and feel
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je prísť na to, čo si ostatní ľudia myslia a cítia,
01:08
isn't actually exactly like what we think and feel.
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nie je vlastne presne to, čo si myslíme a cítime my.
01:10
Anyone who's followed politics can testify
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Každý, kto sleduje politiku, môže dosvedčiť,
01:12
to how hard that is for some people to get.
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aké ťažké je pre niektorých ľudí toto pochopiť.
01:15
We wanted to know
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Chceli sme vedieť,
01:17
if babies and young children
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či by bábätká a malé deti
01:19
could understand this really profound thing about other people.
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mohli pochopiť túto závažnú vec o ostatných ľuďoch.
01:22
Now the question is: How could we ask them?
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Teda otázka znie: Ako by sme sa ich mohli spýtať?
01:24
Babies, after all, can't talk,
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Deti predsa nedokážu hovoriť,
01:26
and if you ask a three year-old
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a keď sa spýtate trojročného,
01:28
to tell you what he thinks,
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aby vám povedal, na čo myslí,
01:30
what you'll get is a beautiful stream of consciousness monologue
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dostanete krásny tok monológu prúdu vedomia
01:33
about ponies and birthdays and things like that.
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o poníkoch a narodeninách a podobných veciach.
01:36
So how do we actually ask them the question?
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Tak ako im vlastne položiť otázku?
01:39
Well it turns out that the secret was broccoli.
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Nuž ukazuje sa, že tajomstvo bolo v brokolici.
01:42
What we did -- Betty Rapacholi, who was one of my students, and I --
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Betty Rapacholi, jedna z mojich študentiek, a ja -
01:46
was actually to give the babies two bowls of food:
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sme dali deťom dve misky s jedlom:
01:49
one bowl of raw broccoli
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jednu miska so surovou brokolicou
01:51
and one bowl of delicious goldfish crackers.
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a jednu misku s lahodnými sušienkami.
01:54
Now all of the babies, even in Berkley,
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Všetky deti, dokonca i v Berkley,
01:57
like the crackers and don't like the raw broccoli.
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majú radi sušienky a nemajú radi surovú brokolicu.
02:00
(Laughter)
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(Smiech)
02:02
But then what Betty did
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Ale potom, čo Betty urobila
02:04
was to take a little taste of food from each bowl.
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bolo, že ochutnala jedlo z každej misky.
02:07
And she would act as if she liked it or she didn't.
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A tvárila sa, akoby jej chutilo alebo nie.
02:09
So half the time, she acted
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Polovicu času sa správala tak,
02:11
as if she liked the crackers and didn't like the broccoli --
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že má rada sušienky a nemá rada brokolicu -
02:13
just like a baby and any other sane person.
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presne ako malé dieťa a každý iný normálny človek.
02:16
But half the time,
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Ale polovicu času,
02:18
what she would do is take a little bit of the broccoli
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vzala kúsok brokolice
02:20
and go, "Mmmmm, broccoli.
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a spravila: „Mmmm, brokolica.
02:23
I tasted the broccoli. Mmmmm."
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Ochutnala som brokolicu. Mmmm.“
02:26
And then she would take a little bit of the crackers,
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A potom si vzala trochu sušienok
02:28
and she'd go, "Eww, yuck, crackers.
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a spravila: „Blee, fuj, sušienky.
02:32
I tasted the crackers. Eww, yuck."
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Ochutnala som sušienky. Blee, fuj.“
02:35
So she'd act as if what she wanted
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Takže sa správala, akoby to, čo chcela,
02:37
was just the opposite of what the babies wanted.
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bol pravý opak toho, čo chceli deti.
02:40
We did this with 15 and 18 month-old babies.
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Toto sme robili s 15 a 18 mesačnými deťmi.
02:42
And then she would simply put her hand out and say,
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A potom jednoducho natiahla ruku a povedala:
02:45
"Can you give me some?"
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„Dáš mi zopár?“
02:47
So the question is: What would the baby give her,
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Takže otázka znie: Čo jej dalo dieťa,
02:49
what they liked or what she liked?
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to, čo chutilo jemu, alebo čo chutilo jej?
02:51
And the remarkable thing was that 18 month-old babies,
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A pozoruhodné na tom bolo, že 18 mesačné deti,
02:54
just barely walking and talking,
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len sotva chodiace a hovoriace,
02:56
would give her the crackers if she liked the crackers,
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jej dali sušienky, pokiaľ mala rada sušienky,
02:59
but they would give her the broccoli if she liked the broccoli.
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ale dali jej brokolicu, pokiaľ jej chutila brokolica.
03:02
On the other hand,
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Na druhú stranu,
03:04
15 month-olds would stare at her for a long time
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15 mesačné deti na ňu dlhú dobu pozerali,
03:06
if she acted as if she liked the broccoli,
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keď sa tvárila, že má rada brokolicu,
03:08
like they couldn't figure this out.
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ako keby to nemohli pochopiť.
03:11
But then after they stared for a long time,
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Ale potom, čo sa na ňu dlho pozerali,
03:13
they would just give her the crackers,
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jej jednoducho dali sušienky,
03:15
what they thought everybody must like.
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to, o čom si mysleli, že musí chutiť všetkým.
03:17
So there are two really remarkable things about this.
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Možno tu vidieť dve naozaj pozoruhodné veci.
03:20
The first one is that these little 18 month-old babies
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Prvá z nich je, že tieto malé 18 mesačné deti
03:23
have already discovered
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už zistili
03:25
this really profound fact about human nature,
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túto závažnú skutočnosť o ľudskej povahe,
03:27
that we don't always want the same thing.
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že nie vždy chceme to isté.
03:29
And what's more, they felt that they should actually do things
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Ba čo viac, oni cítili, že by vlastne mali robiť veci,
03:31
to help other people get what they wanted.
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aby pomohli ostatným ľuďom dostať, čo chcú.
03:34
Even more remarkably though,
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Avšak ešte pozoruhodnejší je fakt,
03:36
the fact that 15 month-olds didn't do this
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že 15 mesačné deti to nerobili,
03:39
suggests that these 18 month-olds had learned
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čo naznačuje, že 18 mesačné deti sa naučili
03:42
this deep, profound fact about human nature
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túto hlbokú skutočnosť o ľudskej povahe
03:45
in the three months from when they were 15 months old.
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počas 3 mesiacov od doby, keď mali 15 mesiacov.
03:48
So children both know more and learn more
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Takže deti vedia viac a učia sa viac,
03:50
than we ever would have thought.
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než by sme si mohli myslieť.
03:52
And this is just one of hundreds and hundreds of studies over the last 20 years
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A toto je len jedna zo stoviek a stoviek štúdií za posledných 20 rokov,
03:56
that's actually demonstrated it.
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ktorá to dokazuje.
03:58
The question you might ask though is:
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Otázka, ktorú si možno položíte, je:
04:00
Why do children learn so much?
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Prečo sa deti toľko naučia?
04:03
And how is it possible for them to learn so much
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A ako je možné, že sa toľko naučia
04:05
in such a short time?
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za takú krátku dobu?
04:07
I mean, after all, if you look at babies superficially,
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Koniec koncov, keď sa pozriete na deti povrchne,
04:09
they seem pretty useless.
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nie je z nich žiaden úžitok.
04:11
And actually in many ways, they're worse than useless,
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A v mnohých smeroch je to ešte horšie,
04:14
because we have to put so much time and energy
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protože vynakladáme toľko času a energie
04:16
into just keeping them alive.
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len na to, aby prežili.
04:18
But if we turn to evolution
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Ale, keď sa pozrieme ako evolúcia
04:20
for an answer to this puzzle
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odpovedá na záhadu,
04:22
of why we spend so much time
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prečo trávime toľko času
04:24
taking care of useless babies,
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staraním sa o neužitočné deti,
04:27
it turns out that there's actually an answer.
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ukazuje sa, že vlastne existuje odpoveď.
04:30
If we look across many, many different species of animals,
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Keď sa pozrieme na mnohé a mnohé odlišné druhy zvierat,
04:33
not just us primates,
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nielen na primáty,
04:35
but also including other mammals, birds,
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ale tiež ďalšie cicavce, vtáky,
04:37
even marsupials
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dokonca na vačkovce
04:39
like kangaroos and wombats,
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ako sú klokany a vombaty,
04:41
it turns out that there's a relationship
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ukazuje sa, že existuje vzťah
04:43
between how long a childhood a species has
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medzi tým, aké dlhé detstvo druh má
04:47
and how big their brains are compared to their bodies
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a aké veľké sú ich mozgy v porovnaní k telu,
04:51
and how smart and flexible they are.
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a aké sú múdre a flexibilné.
04:53
And sort of the posterbirds for this idea are the birds up there.
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Ukážkovými vtákmi tejto myšlienky sú vtáky na obrazovke.
04:56
On one side
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Na jednej strane
04:58
is a New Caledonian crow.
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je novokaledonská vrana.
05:00
And crows and other corvidae, ravens, rooks and so forth,
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Vrany a iné krkavcovité vtáky, havrany, a podobne,
05:03
are incredibly smart birds.
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sú neuveriteľne šikovné vtáky.
05:05
They're as smart as chimpanzees in some respects.
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Sú v istých smeroch šikovné ako šimpanzy.
05:08
And this is a bird on the cover of science
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A toto je vták na obálke časopisu Science,
05:10
who's learned how to use a tool to get food.
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ktorý sa naučil použiť nástroj, aby získal potravu.
05:13
On the other hand,
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Na druhej strane
05:15
we have our friend the domestic chicken.
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tu máme našu známu, sliepku domácu.
05:17
And chickens and ducks and geese and turkeys
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A sliepky, kačice, husy a morky
05:20
are basically as dumb as dumps.
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sú jednoducho hlúpe.
05:22
So they're very, very good at pecking for grain,
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Takže sú veľmi, veľmi dobré v zobání zrna,
05:25
and they're not much good at doing anything else.
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a nie sú príliš dobré v ničom inom.
05:28
Well it turns out that the babies,
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Ukazuje sa, že mláďatá
05:30
the New Caledonian crow babies, are fledglings.
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novokaledonskej vrany, zostávajú v hniezde až do operenia.
05:32
They depend on their moms
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Sú závislé na svojich mamách,
05:34
to drop worms in their little open mouths
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ktoré im púšťajú červy do ich malých otvorených zobákov
05:37
for as long as two years,
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až do ich dvoch rokov,
05:39
which is a really long time in the life of a bird.
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čo je skutočne dlhá doba v živote vtáka.
05:41
Whereas the chickens are actually mature
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Naproti tomu sliepky dospejú
05:43
within a couple of months.
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do niekoľkých mesiacov.
05:45
So childhood is the reason
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Takže detstvo je príčina,
05:48
why the crows end up on the cover of Science
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prečo končia vrany na obálke Science
05:50
and the chickens end up in the soup pot.
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a sliepky v hrnci na polievku.
05:52
There's something about that long childhood
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Dlhé detstvo
05:55
that seems to be connected
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sa zdá byť prepojené
05:57
to knowledge and learning.
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so znalosťami a učením.
05:59
Well what kind of explanation could we have for this?
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Takže aké vysvetlenie pre to máme?
06:02
Well some animals, like the chicken,
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Niektoré zvieratá, napríklad sliepky,
06:05
seem to be beautifully suited
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sa zdajú byť nádherne vybavené
06:07
to doing just one thing very well.
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na kvalitné vykonávanie jedinej veci.
06:09
So they seem to be beautifully suited
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Zdajú sa teda byť nádherne vybavené
06:12
to pecking grain in one environment.
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na zobanie zrna v jednom prostredí.
06:14
Other creatures, like the crows,
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Iné stvorenia, ako sú vrany,
06:16
aren't very good at doing anything in particular,
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nie sú v skutočnosti veľmi dobré v ničom konkrétnom,
06:18
but they're extremely good
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ale sú extrémne dobré
06:20
at learning about laws of different environments.
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v učení sa o zákonitostiach rôznych prostredí.
06:22
And of course, we human beings
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Samozrejme, my, ľudské bytosti,
06:24
are way out on the end of the distribution like the crows.
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sme úplne inde ako vrany.
06:27
We have bigger brains relative to our bodies
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Máme omnoho väčšie mozgy v porovnaní k telu
06:29
by far than any other animal.
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než hocktoré iné zviera.
06:31
We're smarter, we're more flexible,
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Sme múdrejší, prispôsobivejší,
06:33
we can learn more,
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vieme sa viac naučiť,
06:35
we survive in more different environments,
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prežijeme v rôznorodejších prostrediach,
06:37
we migrated to cover the world and even go to outer space.
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migráciou sme pokryli celý svet a dostali sa aj do vesmíru.
06:40
And our babies and children are dependent on us
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A naše deti sú na nás závislé
06:43
for much longer than the babies of any other species.
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oveľa dlhšie ako deti iných druhov.
06:46
My son is 23.
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Môj syn má 23 rokov.
06:48
(Laughter)
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(Smiech)
06:50
And at least until they're 23,
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Prinajmenšom, kým nemajú 23,
06:52
we're still popping those worms
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im stále pcháme červíky
06:54
into those little open mouths.
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do tých malých otvorených ústočiek.
06:57
All right, why would we see this correlation?
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Takže prečo by sme tu videli súvis?
07:00
Well an idea is that that strategy, that learning strategy,
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Je teória, že táto stratégia učenia
07:04
is an extremely powerful, great strategy for getting on in the world,
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je extrémne mocná, silná stratégia, ako vo svete napredovať,
07:07
but it has one big disadvantage.
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ale má jednu veľkú nevýhodu.
07:09
And that one big disadvantage
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Tá nevýhoda je,
07:11
is that, until you actually do all that learning,
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že kým sa stále len učíte,
07:14
you're going to be helpless.
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budete bezmocní.
07:16
So you don't want to have the mastodon charging at you
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Takže, keď vás napadne mastodont,
07:19
and be saying to yourself,
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nechcete rozmýšľať,
07:21
"A slingshot or maybe a spear might work. Which would actually be better?"
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"Prak alebo možno oštep by mohol zabrať. Ale, čo z toho je lepšie?"
07:25
You want to know all that
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To všetko chcete vedieť
07:27
before the mastodons actually show up.
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skôr, než sa mastodont vôbec ukáže.
07:29
And the way the evolutions seems to have solved that problem
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Spôsob, ktorým evolúcia tento problém vyriešila,
07:32
is with a kind of division of labor.
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je istý druh rozdelenia práce.
07:34
So the idea is that we have this early period when we're completely protected.
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Podľa tejto teórie máme rané obdobie, kedy sme úplne chránení.
07:37
We don't have to do anything. All we have to do is learn.
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Nemusíme robiť celkom nič. Iba sa učiť.
07:40
And then as adults,
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Potom, v dospelosti,
07:42
we can take all those things that we learned when we were babies and children
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môžeme zobrať všetko, čo sme sa naučili ako deti
07:45
and actually put them to work to do things out there in the world.
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a použiť to v skutočnom svete.
07:48
So one way of thinking about it
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Jeden spôsob, ako sa na to pozrieť,
07:50
is that babies and young children
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je, že deti sú ako oddelenie výskumu
07:52
are like the research and development division of the human species.
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a vývoja ľudskej rasy.
07:55
So they're the protected blue sky guys
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Sú to chránení utopisti,
07:58
who just have to go out and learn and have good ideas,
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ktorých úlohou je ísť von, učiť sa a mať dobré nápady,
08:00
and we're production and marketing.
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a my sme produkcia a marketing.
08:02
We have to take all those ideas
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My musíme všetky tie myšlienky,
08:04
that we learned when we were children
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ktoré sme sa naučili, keď sme boli deti,
08:06
and actually put them to use.
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využiť v praxi.
08:08
Another way of thinking about it
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Iný spôsob, ako sa na to pozrieť,
08:10
is instead of thinking of babies and children
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je nepovažovať deti
08:12
as being like defective grownups,
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za nefunkčných dospelých,
08:14
we should think about them
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mali by sme ich brať
08:16
as being a different developmental stage of the same species --
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ako inú vývinovú fázu toho istého druhu -
08:18
kind of like caterpillars and butterflies --
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niečo ako húsenice a motýle -
08:21
except that they're actually the brilliant butterflies
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s tým rozdielom, že oni sú tie fantastické motýle,
08:23
who are flitting around the garden and exploring,
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ktoré poletujú po záhrade a skúmajú,
08:26
and we're the caterpillars
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a my sme húsenice,
08:28
who are inching along our narrow, grownup, adult path.
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ktoré pomaly lezú po svojej úzkej ceste dospelosti.
08:31
If this is true, if these babies are designed to learn --
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Ak je to pravda, ak sú deti prispôsobené na učenie --
08:34
and this evolutionary story would say children are for learning,
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a tento evolučný príbeh tvrdí, že sú,
08:37
that's what they're for --
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to je to, na to sú predurčené --
08:39
we might expect
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dá sa očakávať,
08:41
that they would have really powerful learning mechanisms.
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že majú skutočne silné mechanizmy učenia.
08:43
And in fact, the baby's brain
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A naozaj, mozog bábätka
08:46
seems to be the most powerful learning computer
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sa zdá byť tým najsilnejším počítačom na učenie
08:48
on the planet.
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na tejto planéte.
08:50
But real computers are actually getting to be a lot better.
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Aj keď skutočné počítače ho pomaly prekonávajú.
08:53
And there's been a revolution
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Nedávno v našom chápaní učenia strojov
08:55
in our understanding of machine learning recently.
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nastala revolúcia.
08:57
And it all depends on the ideas of this guy,
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Celá je postavená na myšlienkach tohto pána,
09:00
the Reverend Thomas Bayes,
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Reveranda Thomasa Bayesa,
09:02
who was a statistician and mathematician in the 18th century.
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štatistika a matematika z 18-teho storočia.
09:05
And essentially what Bayes did
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Bayes poskytol
09:08
was to provide a mathematical way
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matematický spôsob
09:10
using probability theory
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použitia teórie pravdepodobnosti
09:12
to characterize, describe,
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na charakterizáciu, popis
09:14
the way that scientists find out about the world.
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spôsobu, akým vedci poznávajú svet.
09:16
So what scientists do
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Vedci postupujú tak,
09:18
is they have a hypothesis that they think might be likely to start with.
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že majú hypotézu, s ktorou chcú začať.
09:21
They go out and test it against the evidence.
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Vezmú ju a otestujú na dôkazoch.
09:23
The evidence makes them change that hypothesis.
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Dôkazy ich prinútia hypotézu zmeniť.
09:25
Then they test that new hypothesis
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Potom otestujú novú hypotézu
09:27
and so on and so forth.
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a tak ďalej.
09:29
And what Bayes showed was a mathematical way that you could do that.
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Bayes nám ukázal matematický spôsob, ako to urobiť.
09:32
And that mathematics is at the core
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Táto matematika je jadrom
09:34
of the best machine learning programs that we have now.
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tých najlepších programov pre učenie strojov, aké dnes máme.
09:36
And some 10 years ago,
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Pred asi 10 rokmi
09:38
I suggested that babies might be doing the same thing.
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som prišla s teóriou, že bábätká robia presne to isté.
09:42
So if you want to know what's going on
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Ak teda chcete vedieť, čo sa deje
09:44
underneath those beautiful brown eyes,
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za tými krásnymi hnedými očami,
09:46
I think it actually looks something like this.
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myslím si, že to vyzerá asi takto.
09:48
This is Reverend Bayes's notebook.
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Toto je zápisník Reverenda Bayesa.
09:50
So I think those babies are actually making complicated calculations
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Myslím si teda, že bábätká vlastne robia zložité výpočty
09:53
with conditional probabilities that they're revising
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s podmienenými pravdepodobnosťami, ktoré vyhodnocujú,
09:56
to figure out how the world works.
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aby zistili, ako funguje svet.
09:58
All right, now that might seem like an even taller order to actually demonstrate.
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Predviesť to sa zdá byť ešte ťažšia úloha.
10:02
Because after all, if you ask even grownups about statistics,
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Pretože, aj keď sa na štatistiku opýtate dospelých,
10:04
they look extremely stupid.
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vyzerajú extrémne hlúpo.
10:06
How could it be that children are doing statistics?
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Ako by bolo možné, aby štatistiku robili deti?
10:09
So to test this we used a machine that we have
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Aby sme ich otestovali, použili sme stroj,
10:11
called the Blicket Detector.
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ktorý sme nazvali Blicket Detektor
10:13
This is a box that lights up and plays music
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Je to skrinka, ktorá svieti a hrá hudbu,
10:15
when you put some things on it and not others.
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keď na ňu položíte tie správne predmety.
10:18
And using this very simple machine,
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S použitím tohto veľmi jednoduchého prístroja
10:20
my lab and others have done dozens of studies
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vykonalo moje a iné laboratóriá tucty štúdií,
10:22
showing just how good babies are
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ktoré ukazujú, aké dobré sú bábätká
10:24
at learning about the world.
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v učení sa o svete.
10:26
Let me mention just one
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Spomeniem len jeden,
10:28
that we did with Tumar Kushner, my student.
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ktorý sme robili s Tumarom Kushnerom, mojím študentom.
10:30
If I showed you this detector,
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Keby som vám tento detektor ukázala,
10:32
you would be likely to think to begin with
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asi by ste si najprv mysleli,
10:34
that the way to make the detector go
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že ho aktivujete tým,
10:36
would be to put a block on top of the detector.
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že naň položíte kocku.
10:39
But actually, this detector
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V skutočnosti tento detektor
10:41
works in a bit of a strange way.
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funguje trochu zvláštne.
10:43
Because if you wave a block over the top of the detector,
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Pretože, ak kockou zamávate nad detektorom,
10:46
something you wouldn't ever think of to begin with,
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čo by vám na začiatku určite nenapadlo,
10:49
the detector will actually activate two out of three times.
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detektor sa aktivuje pri dvoch z troch pokusov.
10:52
Whereas, if you do the likely thing, put the block on the detector,
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A keď urobíte to pravdepodobné, teda položíte kocku na detektor,
10:55
it will only activate two out of six times.
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aktivuje sa iba pri dvoch zo šiestich opakovaní.
10:59
So the unlikely hypothesis
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Takže nepravdepodobná hypotéza
11:01
actually has stronger evidence.
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má vlastne silnejšie dôkazy.
11:03
It looks as if the waving
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Zdá sa, že mávanie
11:05
is a more effective strategy than the other strategy.
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je omnoho účinnejšie ako druhá stratégia.
11:07
So we did just this; we gave four year-olds this pattern of evidence,
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Toto sme urobili; dali sme štvorročným deťom tento vzor dokazovania
11:10
and we just asked them to make it go.
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a požiadali sme ich, aby ho spustili.
11:12
And sure enough, the four year-olds used the evidence
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A naozaj, tieto štvorročné deti použili dôkaz,
11:15
to wave the object on top of the detector.
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a mávali objektom ponad detektor.
11:18
Now there are two things that are really interesting about this.
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Dve veci sú na tom naozaj zaujímavé.
11:21
The first one is, again, remember, these are four year-olds.
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Po prvé, pomätajte na to, že ide o štvorročné deti.
11:24
They're just learning how to count.
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Zatiaľ sa len učia počítať.
11:26
But unconsciously,
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Ale nevedomky
11:28
they're doing these quite complicated calculations
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robia zložité výpočty,
11:30
that will give them a conditional probability measure.
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ktoré im určia hodnotu podmienenej pravdepodobnosti.
11:33
And the other interesting thing
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Druhá zaujímavá vec je,
11:35
is that they're using that evidence
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že používajú tento dôkaz
11:37
to get to an idea, get to a hypothesis about the world,
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na utvorenie predstavy, hypotézy o svete,
11:40
that seems very unlikely to begin with.
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ktorý sa zdá byť veľmi nepravdepodobný.
11:43
And in studies we've just been doing in my lab, similar studies,
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Podobné štúdie, ktoré sme robili v mojom laboratóriu,
11:46
we've show that four year-olds are actually better
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ukázali, že štvorročné deti prídu
11:48
at finding out an unlikely hypothesis
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na nepravdepodobnú hypotézu skôr
11:51
than adults are when we give them exactly the same task.
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ako dospelí, ktorí by dostali rovnakú úlohu.
11:54
So in these circumstances,
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Teda, za týchto okolností
11:56
the children are using statistics to find out about the world,
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deti používajú štatistiku na poznávanie sveta,
11:59
but after all, scientists also do experiments,
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ale keďže vedci robia aj pokusy,
12:02
and we wanted to see if children are doing experiments.
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chceli sme vidieť, či aj deti robia pokusy.
12:05
When children do experiments we call it "getting into everything"
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Keď deti experimentujú, hovoríme tomu, že skúšajú všetko možné,
12:08
or else "playing."
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alebo tiež, že sa hrajú.
12:10
And there's been a bunch of interesting studies recently
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Nedávno boli uverejnené viaceré štúdie,
12:13
that have shown this playing around
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ktoré ukázali, že hranie
12:16
is really a kind of experimental research program.
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je v skutočnosti istý druh experimentálneho výskumného programu.
12:18
Here's one from Cristine Legare's lab.
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Tu je jedna z laboratória Cristine Legare.
12:21
What Cristine did was use our Blicket Detectors.
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Cristine použila náš Blicket Detektor.
12:24
And what she did was show children
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Ukázala deťom,
12:26
that yellow ones made it go and red ones didn't,
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že žlté ho aktivovali a červené nie,
12:28
and then she showed them an anomaly.
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a potom im ukázala anomáliu.
12:31
And what you'll see
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Teraz uvidíte,
12:33
is that this little boy will go through five hypotheses
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ako tento malý chlapec prešiel piatimi hypotézami
12:36
in the space of two minutes.
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počas dvoch minút.
12:39
(Video) Boy: How about this?
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(Video) Chlapec: A čo toto?
12:43
Same as the other side.
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Rovnako ako druhá strana.
12:46
Alison Gopnik: Okay, so his first hypothesis has just been falsified.
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Alison Gopnik: OK, jeho prvá hypotéza bola práve vyvrátená.
12:55
(Laughter)
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(Smiech)
12:57
Boy: This one lighted up, and this one nothing.
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Chlapec: Táto zasvietila a táto nič.
13:00
AG: Okay, he's got his experimental notebook out.
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AG: OK, vytiahol si svoj poznámkový blok na pokusy.
13:06
Boy: What's making this light up.
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Chlapec: Čím sa to rozsvecuje?
13:11
(Laughter)
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(Smiech)
13:20
I don't know.
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Neviem.
13:22
AG: Every scientist will recognize that expression of despair.
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AG: Každý vedec spozná tento výraz zúfalstva.
13:26
(Laughter)
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(Smiech)
13:29
Boy: Oh, it's because this needs to be like this,
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Chlapec: Aha, pretože to musí byť takto
13:35
and this needs to be like this.
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a toto zase takto.
13:37
AG: Okay, hypothesis two.
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AG: OK, hypotéza číslo dva.
13:40
Boy: That's why.
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Chlapec: Preto.
13:42
Oh.
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Ou.
13:44
(Laughter)
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(Smiech)
13:49
AG: Now this is his next idea.
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AG: Toto je jeho ďalší nápad.
13:51
He told the experimenter to do this,
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Povedal experimentátorovi, aby spravil toto,
13:53
to try putting it out onto the other location.
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aby to skúsil položiť na iné miesto.
13:57
Not working either.
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Tiež nefunguje.
14:02
Boy: Oh, because the light goes only to here,
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Chlapec: Aha, pretože svetlo ide len potiaľto,
14:06
not here.
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sem už nie.
14:09
Oh, the bottom of this box
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Aha, spodok tejto krabice
14:12
has electricity in here,
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má v sebe elektrinu,
14:14
but this doesn't have electricity.
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a toto elektrinu nemá.
14:16
AG: Okay, that's a fourth hypothesis.
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AG: OK, to je štvrtá hypotéza.
14:18
Boy: It's lighting up.
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Chlapec: Svieti.
14:20
So when you put four.
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Takže keď dáme štyri.
14:26
So you put four on this one to make it light up
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Štyri sem, aby to zasvietilo,
14:29
and two on this one to make it light up.
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a dve sem, aby to zasvietilo.
14:31
AG: Okay,there's his fifth hypothesis.
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AG: OK, to je jeho piata hypotéza.
14:33
Now that is a particularly --
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Toto je obzvlášť
14:36
that is a particularly adorable and articulate little boy,
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milý a výrečný chlapček,
14:39
but what Cristine discovered is this is actually quite typical.
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ale, čo Cristine zistila, je, že toto je celkom zvyčajné.
14:42
If you look at the way children play, when you ask them to explain something,
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Keď sledujete deti pri hre, keď ich požiadate, aby niečo vysvetlili,
14:45
what they really do is do a series of experiments.
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to, čo v skutočnosti robia, je séria experimentov.
14:48
This is actually pretty typical of four year-olds.
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Pri štvorročných deťoch je to celkom bežné.
14:51
Well, what's it like to be this kind of creature?
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Nuž, aké je byť takýmto stvorením?
14:54
What's it like to be one of these brilliant butterflies
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Aké je byť jedným z tých úžasných motýľov,
14:57
who can test five hypotheses in two minutes?
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ktorý vie otestovať päť hypotéz za dve minúty?
15:00
Well, if you go back to those psychologists and philosophers,
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Ak sa vrátime k tým psychológom a filozofom,
15:03
a lot of them have said
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mnohí z nich tvrdili,
15:05
that babies and young children were barely conscious
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že bábätká a deti vnímajú len málo,
15:07
if they were conscious at all.
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ak vôbec niečo.
15:09
And I think just the opposite is true.
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Ja si myslím, že opak je pravdou.
15:11
I think babies and children are actually more conscious than we are as adults.
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Myslím si, že bábätká a deti vnímajú viac ako dospelí.
15:14
Now here's what we know about how adult consciousness works.
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O tom, ako funguje vedomie dospelého človeka, vieme toto.
15:17
And adults' attention and consciousness
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Pozornosť a vedomie dospelého
15:19
look kind of like a spotlight.
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vyzerajú trochu ako svetlo baterky.
15:21
So what happens for adults
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U dospelého,
15:23
is we decide that something's relevant or important,
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keď sa rozhodne, že niečo je relevantné alebo dôležité,
15:25
we should pay attention to it.
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venuje tomu pozornosť.
15:27
Our consciousness of that thing that we're attending to
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Naše uvedomenie si veci, ktorej sa venujeme,
15:29
becomes extremely bright and vivid,
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sa stane extrémne jasným a živým
15:32
and everything else sort of goes dark.
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a všetko ostatné sa akoby ponorilo do tmy.
15:34
And we even know something about the way the brain does this.
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Dokonca vieme aj niečo o tom, ako to mozog robí.
15:37
So what happens when we pay attention
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Keď dávame pozor,
15:39
is that the prefrontal cortex, the sort of executive part of our brains,
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kôra čelového laloku, výkonná časť nášho mozgu,
15:42
sends a signal
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pošle signál,
15:44
that makes a little part of our brain much more flexible,
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ktorý malú časť nášho mozgu urobí omnoho prispôsobivejšou,
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more plastic, better at learning,
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tvárnejšou, lepšou v učení sa
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and shuts down activity
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a vypne aktivitu
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in all the rest of our brains.
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vo zvyšku mozgu.
15:52
So we have a very focused, purpose-driven kind of attention.
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Máme teda veľmi sústredený, cieľavedomý druh pozornosti.
15:56
If we look at babies and young children,
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Keď sa pozrieme na bábätká a malé deti,
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we see something very different.
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vidíme niečo celkom iné.
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I think babies and young children
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Myslím si, že bábätká a malé deti
16:02
seem to have more of a lantern of consciousness
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majú skôr lampáš vnímania,
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than a spotlight of consciousness.
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než baterku vnímania.
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So babies and young children are very bad
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Teda sú veľmi zlé
16:09
at narrowing down to just one thing.
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v sústredení sa len na jednu vec.
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But they're very good at taking in lots of information
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Ale sú veľmi dobré v zbieraní množstva informácií
16:15
from lots of different sources at once.
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z mnohých rôznych zdrojov naraz.
16:17
And if you actually look in their brains,
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Ak sa pozriete na ich mozog,
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you see that they're flooded with these neurotransmitters
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uvidíte, že sú zaplavené neuroprenášačmi,
16:22
that are really good at inducing learning and plasticity,
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ktoré podnecujú učenie a tvárnosť,
16:24
and the inhibitory parts haven't come on yet.
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a obmedzujúce časti sa ešte nespustili.
16:27
So when we say that babies and young children
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Keď teda povieme, že bábätká a malé deti
16:29
are bad at paying attention,
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nevedia dávať pozor,
16:31
what we really mean is that they're bad at not paying attention.
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v skutočnosti tým myslíme, že nevedia nedávať pozor.
16:35
So they're bad at getting rid
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Nevedia sa zbaviť
16:37
of all the interesting things that could tell them something
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všetkých zaujímavých vecí, ktoré by im mohli niečo povedať,
16:39
and just looking at the thing that's important.
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a sledovať len to, čo je dôležité.
16:41
That's the kind of attention, the kind of consciousness,
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Tento druh pozornosti, vedomia,
16:44
that we might expect
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by sme očakávali
16:46
from those butterflies who are designed to learn.
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od motýľov, ktoré sú stvorené na učenie.
16:48
Well if we want to think about a way
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Ak by sme sa ako dospelí chceli vcítiť
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of getting a taste of that kind of baby consciousness as adults,
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do vedomia dieťaťa,
16:54
I think the best thing is think about cases
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myslím, že najlepšie je predstaviť si
16:56
where we're put in a new situation that we've never been in before --
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novú situáciu, v ktorej sme nikdy predtým neboli -
16:59
when we fall in love with someone new,
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keď sa zamilujeme do niekoho nového,
17:01
or when we're in a new city for the first time.
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alebo keď sme prvýkrát v novom meste.
17:04
And what happens then is not that our consciousness contracts,
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Naše vedomie sa vtedy nestiahne,
17:06
it expands,
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ale rozšíri sa,
17:08
so that those three days in Paris
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takže tie tri dni v Paríži
17:10
seem to be more full of consciousness and experience
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sa zdajú byť plnšie vnímania a zážitkov
17:12
than all the months of being
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ako mesiace, počas ktorých sme
17:14
a walking, talking, faculty meeting-attending zombie back home.
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chodiace, hovoriace a na mítingoch sediace zombie.
17:18
And by the way, that coffee,
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A mimochodom, tá káva,
17:20
that wonderful coffee you've been drinking downstairs,
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tá skvelá káva, ktorú pijete dole,
17:22
actually mimics the effect
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vlastne napodobňuje efekt
17:24
of those baby neurotransmitters.
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detských neuroprenášačov.
17:26
So what's it like to be a baby?
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Tak aké je byť dieťaťom?
17:28
It's like being in love
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Je to ako byť zamilovaný,
17:30
in Paris for the first time
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prvýkrát v Paríži
17:32
after you've had three double-espressos.
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a po troch dvojitých espresách.
17:34
(Laughter)
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(Smiech)
17:37
That's a fantastic way to be,
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Je to skvelý stav,
17:39
but it does tend to leave you waking up crying at three o'clock in the morning.
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ale hrozí vám, že sa o tretej ráno budete budiť s plačom.
17:43
(Laughter)
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(Smiech)
17:46
Now it's good to be a grownup.
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Je dobré byť dospelým.
17:48
I don't want to say too much about how wonderful babies are.
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Nechcem priveľa hovoriť o tom, aké skvelé sú bábätká.
17:50
It's good to be a grownup.
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Je dobré byť dospelým.
17:52
We can do things like tie our shoelaces and cross the street by ourselves.
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Vieme si sami zaviazať šnúrky a prejsť cez ulicu.
17:55
And it makes sense that we put a lot of effort
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A je správne, že vynakladáme veľa úsilia
17:57
into making babies think like adults do.
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nato, aby deti mysleli ako my.
18:01
But if what we want is to be like those butterflies,
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Ale ak chceme byť ako motýle,
18:04
to have open-mindedness, open learning,
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mať otvorenú myseľ, učiť sa,
18:07
imagination, creativity, innovation,
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prestavivosť, kreativitu, inovatívnosť
18:09
maybe at least some of the time
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aspoň niekedy,
18:11
we should be getting the adults
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mali by sme
18:13
to start thinking more like children.
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začať viac rozmýšľať ako deti.
18:15
(Applause)
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(Potlesk)
ABOUT THE SPEAKER
Alison Gopnik - Child development psychologistAlison Gopnik takes us into the fascinating minds of babies and children, and shows us how much we understand before we even realize we do.
Why you should listen
What’s it really like to see through the eyes of a child? Are babies and young children just empty, irrational vessels to be formed into little adults, until they become the perfect images of ourselves? On the contrary, argues Alison Gopnik, professor of psychology and philosophy at the University of California at Berkeley.
The author of The Philosophical Baby, The Scientist in the Crib and other influential books on cognitive development, Gopnik presents evidence that babies and children are conscious of far more than we give them credit for, as they engage every sense and spend every waking moment discovering, filing away, analyzing and acting on information about how the world works. Gopnik’s work draws on psychological, neuroscientific, and philosophical developments in child development research to understand how the human mind learns, how and why we love, our ability to innovate, as well as giving us a deeper appreciation for the role of parenthood.
She says: "What's it like to be a baby? Being in love in Paris for the first time after you've had 3 double espressos."
Alison Gopnik | Speaker | TED.com